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This article examines the characteristics of how Chinese EFL vocational college students perform the speech act of apology, utilizing Discourse Completion Tests (DCT) to analyze differences in apology strategies based on their English proficiency. It finds minimal variation between groups of differing proficiency levels, emphasizing the role of cultural and social norms in pragmatic competence.
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Identify the objectives of the investigation.
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Educational institutions aiming to understand the needs of Chinese students.
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Organizations providing resources or programs for international student integration.
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Investigating Chinese students realization refers to the assessment process that evaluates the educational achievements, cultural integration, and overall experience of Chinese students studying abroad.
Educational institutions, program coordinators, and potentially the students themselves may be required to file the investigating Chinese students realization depending on local regulations and scholarship requirements.
To fill out investigating Chinese students realization, one typically needs to collect data on students' academic performance, participation in cultural activities, and experiences shared in surveys or interviews, then compile this information into a designated reporting format.
The purpose of investigating Chinese students realization is to understand their experiences, challenges, and successes while studying abroad, which can help improve educational programs and support services.
Information such as academic grades, attendance, feedback on cultural integration, social interactions, and any challenges faced during their studies must typically be reported.
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